English Language GCSE This book belongs to

Year 11 English

Miss Carless

Note: There is some space in this booklet to write your answers but if you need to write more than the space allows or your writing doesn’t fit, use your exercise book or lined paper.

Lesson 1 - English Language Paper 1, Section A: Reading Fiction

Learning objectives: To understand the versatile vocabulary and its purpose To understand the format of the English Language Paper 1, Section ATo implement understanding of versatile vocabulary

Starter – Fill in the table to add synonyms for the words

Angry Irate, annoyed, vexed, irritated, peeved

Pretty

Happy

Nice

Nervous

Scared

Said

Versatile Vocabulary1. What is ‘Versatile Vocabulary’?

The vocabulary on p.3 is arranged in pairs or binary opposites (extreme opposites that contrast with each other). They are words that will help you express your ideas in a confident way if they are used carefully and correctly. They should be learned and used to help analyse texts in English Literature and English Language. For example, rather than describing Lady Macbeth as bad, you might say that she is malevolent because her predatory duplicity transgresses Jacobean expectations of women.

2. Why do I need it?

When you approach the reading or writing of a text, whether you have seen it before or not, it is very helpful to have a range of vocabulary that you feel confident about using. This is so that you can use this vocabulary to push forward your thinking. When you express yourself using these words, you are able to give sophisticated and perceptive responses.

3. When can I use it?

Any time! You can use this vocabulary when you analyse literature and language texts, in your speaking and listening assessment and in your non-fiction and fiction writing. When you start writing, it is useful to ask yourself questions like ‘is this tangible or intangible?’ or ‘is there order or chaos here?’

4. How can I remember the vocabulary?

Quiz yourself using the ‘look, cover, write, check’ technique. When you revise for English Literature, try to link the vocabulary to the characters of themes. For example, Mr Birling is dogmatic, or Shakespeare exposes the duplicity of the supernatural.

When you work through the tasks in this booklet, use your green pen to identify and check when you have used the versatile vocabulary. When you review your work, use your green pen to add key vocabulary that will enhance your answers.

Solid, real Concrete Abstract Not physical, an ideaTidy, controlled,

clear Order Chaos Confusion, disorder

Difficult to harm Secure Vulnerable Easy to harm, fragile

Stubborn, unchangeable Dogmatic Malleable Able to be changed,

flexibleStable, the same Constant Volatile Unpredictable,

uncertainEvery so often Intermittent Perpetual Cyclical, repetitive,

incessant Can be touched, real Tangible Intangible Cannot be touched

Can be touched, real Physical Metaphysical Not physical, not realExpected, logical,

usual Natural Supernatural Beyond laws of nature, magical

Expected, logical, usual Normal Abnormal Beyond what is

expectedOriginal, basic, true Literal Metaphorical Symbolic, not literal

Logical, using reason Rational Emotional Using mood or feelings

Lasting forever Permanent Ephemeral Lasting for a short time, temporary

Make stronger, support Reinforce Transgress Go against

Right, good Moral Immoral Wrong, bad

Kind, good Benevolent Malevolent Unkind, evil

Gullible Credulous Duplicitous Two-faced

Inside Interior Exterior Outside

Unaware; not guilty Innocent Corrupt Wrong, bad, dishonest

Less than Inferior to Superior to Better thanThe best imaginable

world Utopia Dystopia The worst imaginable world

Staying still Static Active Moving

Hunted Prey Predator Hunter

Calming Comforting Unsettling Disturbing

Free Liberated Imprisoned Trapped

Not enough, a lack Paucity Excess Too much, extraGenerous, loves

people Philanthropic Misanthropic Mean, hates peopleDull, boring,

ordinary Banal Idiosyncratic Individual, unique, quirky, extraordinary

All the same Homogeneous Heterogeneous Varied, mixed, diverseCan end, will end,

mortal Finite Infinite Will never end, eternal, immortal

English Language Paper 1, Section AQ1 (4

marks)1.List four things from the text about…

Copy from the text; no quotation marks neededQ2 (8 2.How does the writer use language to…?

marks)Langua

ge

The writer / We notice / For example / Here, we see that In other words, / In particular / It is almost as if / Metaphorically / Symbolically / Maybe / Perhaps / It could be / It seems that Therefore, the reader thinks / feels / imagines… because…

Q3 (8 marks)Structu

re

3.How does the writer use structure to…?Overall, the text is structured to…The extract opens with a focus on…, which causes the reader to… because…The focus then shifts to…, which encourages the reader to… because…The extract concludes with…, which positions the reader to… because…[the words reflect, mirror and echo are particularly useful here]

Q4 (20 marks)Evalua

tion

4.A student, after reading this part, said “…” To what extent do you agree?

Clearly / Evidently / Demonstrably / I agree because / Here, we see that / In other words / In particular / In particular / It is almost as if / It is as though / Metaphorically / Symbolically / Maybe / Perhaps / It could be / It seems that / Therefore the reader thinks / feels / imagines… because….

Use the table below as a guide when answering questions, this is the vocabulary that is expected at GCSE. Using this language will help your responses to be insightful, sophisticated and well structured.

Paper 1 Question 1Task 1 – Read the passage below

Text 1: The Tiger’s Bride, Angela Carter

Gaping doors and broken windows let the wind in everywhere. We mounted one staircase after another, our feet clopping on the marble. Through archways and open doors, I glimpsed suites of vaulted chambers opening one out of another like systems of Chinese boxes into the infinite complexity of the innards of the place. He and I and the wind were the only things stirring; and all the furniture was under dust sheets, The chandeliers bundled up in cloth, pictures taken from their hooks and propped with their faces to the walls as if their master could not bear to look at them. The palace was dismantled, as if its owner were about to move house or had never properly moved in; The Beast had chosen to live in an uninhabited place.

Task 1b) - List four things from this part of the text about the house:

1. The house

2. The house

3. The house

4. The house

Key words:Juxtaposed – Juxtaposition is an act or instance of placing two elements close together or side by side. This is often done in order to compare/contrast the two, to show similarities or differences. Innards – The internal workings of a device or machine.Dismantled – To take a machine apart or to come apart into separate piecesUninhabited – Not occupied or lived in by peopleTransgresses – Go beyond the limits of (what is morally, socially, or legally acceptable).Duplicitous – Deceitful.Idiosyncrasies – A mode of behaviour or way of thought peculiar to an individual.Tangible – Something that can be physically touched Stasis - A period or state of inactivity or equilibrium.

Vocabulary and comprehensionTask 2 - Look in detail at the underlined sections.

A. Usually, “doors” and “windows” ____ but here, they are

B. Carter juxtaposes language that relates to order with language that relates to chaos. For example, ______________________________________

C. Carter transgresses our expectations of a “palace” by ________________________________________________

D. The rooms look, “through archways”, “like systems of Chinese boxes”, showing “the infinite complexity of the innards of the place”. In other words, ________________________

E. It is almost as if the building itself is duplicitous because ______________________________________

F. The building contains idiosyncrasies. For example, ________________________________________________

G. “Innards” are interior organs. Maybe Carter chooses to describe the “innards of the place” because __________________________________

H. In the phrase “he and I and the wind”, Carter juxtaposes the tangible and intangible. In particular _________________________________

I. If something is “stirring”, it is This may be unsettling because _________________________________

J. “The palace was dismantled”. A “palace” is usually a place of security, authority and power but the verb “dismantled” contrasts with this idea because ______________

K. A sense of stasis is created when ________________________________________________

Plenary – What parts of this lesson did you find most challenging?

Write a few notes or questions you have about this lesson to discuss later.

Lesson 2 - Paper 1 Question 2 – How does the writer…? Learning objectives: To explore the author’s use of language and structural choicesTo write a well-structured response to an AO2 question using versatile vocabulary

Starter – Create a list of language devices you know. Use the internet to research if possible.

Example Personification – Giving inanimate objects human like qualities or abilities.

Peer assessment

Carter creates an unsettling atmosphere by contrasting ideas of order and chaos. For example, “gaping doors and broken windows let the wind in everywhere” and “the palace was dismantled”. In other words, a “palace” that once had “doors” and “windows” to provide order, protection and security has been destroyed, transgressing our expectations of the stability, glory and glamour of a “palace”. In particular, the words “gaping”, “broken” and “dismantled” all highlight the fact that the “palace” is tangible and physical and therefore perhaps vulnerable and fragile. It is almost as if the chaos created here shows that order is ephemeral and finite. Therefore, the reader is unsettled by the disorder that seems inevitable or bound to happen.

Task 1 – Give your opinion on the response above

a) What do you think is good about this response?

b) How could the student improve this response?

Writing a responseTask 2 – Using what you wrote last lesson, write a response to the question “How does the writer use language to create an unsettling atmosphere?”

You can choose to use these sentence starters or use the blank space below

Carter ________________________________________________ For example, ________________________________________________ In other words, ______________________________________ In particular, ______________________________________ It is almost as if ______________________________________ Therefore, the reader ________________________________________________

“How does the writer use language to create an unsettling atmosphere?”

Lesson 3 – Recapping and Practicing New SkillsLearning objectives: To practice the skills acquired during previous lessons

Starter – Go through work from previous lessons taking note of how you completed these tasks.

List three things you have learned or want to remember

Practicing A01Text 2: Great Expectations, Charles DickensI saw that everything within my view which ought to be white, had been white long ago, and had lost its brightness, and was faded and yellow. I saw that the bride within the bridal dress had withered like the dress she wore, and like the flowers, and had no brightness left but the brightness of her sunken eyes. I saw that the dress had been put upon the rounded figure of a young woman, and that the figure upon which it now hung loose, had shrunk to skin and bone. Once, I had been taken to one of our old marsh churches to see a skeleton in the ashes of a rich dress, that had been dug out of a vault under the church pavement. Now, that skeleton

seemed to have dark eyes that moved and looked at me. I should have cried out, if I could.

Task 1 - List four things from this part of the text about the woman being described:

1. The woman 2. 3. 4. Task 2 – Complete the statements below

1. “Everything… which ought to be white” “was faded”. In other words

2. The colour “white” usually symbolises

3. “Brightness” might represent feelings of

4. The paucity of “brightness” may suggest

5. Dickens creates a feeling of abnormality. For example

6. The woman is “shrunk” and “sunken”. In other words

7. A supernatural feeling is created. For example

8. It is unsettling for the reader when

9. It is as if the woman’s purity has been corrupted by time. In other words

10.Usually, a skeleton is static. However,

Task 3 – Answer the question “How does the writer use language to describe the woman (Miss Havisham)?”

Address the writer Use versatile language Use the tables at beginning of the book Use previous work as a guide

To use if you are finding this session’s tasks difficult:

Dickens chooses to depict Miss Havisham as an almost supernatural being. For example, she is described as a “skeleton” with “dark eyes that moved and looked at me”. In other words, whilst she looked dead and thus should have been static and unmoving, her eyes “moved”. In particular, Dickens juxtaposes the ideas of life and death; action and stasis; natural and supernatural by setting up an expectation of stillness that is transgressed by the action of eye “movement”. It is almost as if Dickens aims to create fear by giving the reader this unpredictable character who seems both dead and alive at the same time and is therefore volatile and perhaps predatory. Therefore, the reader is unsettled by the perpetual uncertainty that is created; we wonder which world she belongs to.

Dickens For example In other words In particular, It is almost as if Therefore, the reader Dickens For example In other words In particular, It is almost as if

Lesson 4 - Paper 1 Question 3 Learning objectives: To identify the author’s structural choices To evaluate the authors structural choices

Text 3: The Vegetarian, Han KangIt was cold enough as it was, but the sight of my wife was even more chilling. Any lingering alcohol-induced drowsiness swiftly passed off. She was standing, motionless, in front of the

It was cold enough as it was, but the sight of my wife was even more chilling.

fridge. Her face was submerged in the darkness so I couldn’t make out her expression, but the potential options all filled me with fear. Her thick, naturally black hair was fluffed up, dishevelled, and she was wearing her usual white ankle-length nightdress.

On such a night, my wife would ordinarily have hurriedly slipped on a cardigan and searched for her towelling slippers. How long might she have been standing there like that—barefoot, in thin summer nightwear, ramrod straight as though perfectly oblivious to my repeated interrogation? Her face was turned away from me, and she was standing there so unnaturally still it was almost as if she were some kind of ghost, silently standing its ground.

What was going on? If she couldn’t hear me then perhaps that meant she was sleepwalking.

I went toward her, craning my neck to try and get a look at her face.

“Why are you standing there like that? What’s going on . . . “

When I put my hand on her shoulder I was surprised by her complete lack of reaction. I had no doubt that I was in my right mind and all this was really happening; I had been fully conscious of everything I had done since emerging from the living room, asking her what she was doing, and moving toward her. She was the one standing there completely unresponsive, as though lost in her own world. It was like those rare occasions when, absorbed in a late-night TV drama, she’d failed to notice me arriving home. But what could there be to absorb her attention in the pale gleam of the fridge’s white door, in the pitch-black kitchen at four in the morning?

“Hey!”

Her profile swam toward me out of the darkness. I took in her eyes, bright but not feverish, as her lips slowly parted.

“. . . I had a dream.”

Starter – Read the text and answer the following questions

1. The narrator

2. The narrator

3. The narrator

4. The narrator

Paper 1 Question 3

Look at the first line and the last line of the extract.

“. . . I had a dream.”

Task 1 – Complete the statements below

1. The first sentence focuses on

2. Kang reveals that “the sight of my wife was even more chilling” because

3. The final sentence focuses on

4. At the end of the extract, we finally hear the voice of the woman because

5. The extract opens with a “chilling” feeling and ends with the voice of the woman because

6. The extract is cyclical / linear because

Task 2 - Divide the text into three sections. The first is done for you.

Text 3, The Vegetarian, Han KangSection Focus

Beginning / opening [first

two paragraphs]

Establishes the fact that the woman is acting “unnaturally”; she is static; we wonder why.

Middle

Ending

Task 3 – Complete the statements below

Overall, the text is structured to take the reader on a journey from to

The extract opens with a focus on which causes the reader to because

The focus then shifts to which encourages the reader to because

The extract concludes with which positions the reader to because

Plenary – What parts of this lesson did you find most challenging?

Write a few notes or questions you have about this lesson to discuss later.